Engaging Parents in Urban Public Schools: Examples of Two Teachers

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Autor/in	Gedik, Serafettin
Titel	Engaging Parents in Urban Public Schools: Examples of Two Teachers
Quelle	(2018), (223 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ph.D. Dissertation, Michigan State University
Zusatzinformation	ORCID (Gedik, Serafettin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Urban Schools; Parent Participation; Academic Achievement; Public Schools; Parent School Relationship; Teacher Attitudes; Teacher Effectiveness; School Districts; Parent Attitudes; Assistant Principals; School Counselors; Student Centered Learning; Test Preparation; Problem Solving; Parent Teacher Cooperation; Trust (Psychology); Culturally Relevant Education; Foreign Countries; Social Class; Models; Family School Relationship; School Community Relationship; Case Studies; Educational Strategies; Middle School Teachers; Vocational High Schools; High School Teachers; Institutional Characteristics; Neighborhoods; Socioeconomic Status; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elternmitwirkung; Schulleistung; Public school; Öffentliche Schule; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School district; Schulbezirk; Elternverhalten; Principal; Principals; Stellvertretende Schulleitung; School counselor; Beratungslehrer; Pädagogischer Berater; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Problemlösen; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Ausland; Social classes; Soziale Klasse; Analogiemodell; Case study; Fallstudie; Case Study; Lehrstrategie; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Neighbourhoods; Nachbarschaft; Socio-economic status; Sozioökonomischer Status
Abstract	The extant literature indicates that parental engagement is positively related with student achievement (Celenk, 2003; Epstein, 1995, 2009, 2011; Gul, 2007; Henderson, Daviess, Johnson & Mapp, 2007; Henderson & Mapp, 2002; Kotoman, 2008; Jeynes, 2012; Sad, 2012; Sheldon & Epstein, 2005; Sui-Chu & Willms, 1996). Despite its promise for improving student achievement, parental engagement has been poorly understood and implemented in urban public schools. This study examines two exemplary teachers who were recognized school and district-wide for increasing parental engagement in their classrooms. The study further delves into their beliefs, experiences and practices within their specific contexts. Particularly, it focuses on exploring and capturing the existing teacher attitudes, perceptions and practices that have helped these two teachers improve parental engagement in their cases. This study utilized three qualitative data collection methods: interviews with twenty-one participants, observations of the field settings, and the analysis of the related documents. While interviews serve as the main data source, observations and document analysis were used in supporting, triangulating and complementing their findings. Data collection took place during the Spring of 2016 and concentrated on the two teachers selected for the study. The total of twenty-one participants consisted of the two teachers, fifteen parents, and four other school personnel (assistant principals and school counselors). The findings of the study document that both teachers were able to organize parents of their students around two different student-centered goals: preparing students for national exam and solving students' problems. The findings also indicate that both teachers spend a lot of extra time to communicate and collaborate with the parents of their students, and to engage parents with their children's education. The findings further suggest that the parents in in both cases were willing to collaborate with these teachers since parents believed that their engagement directly focused on and supported their children, instead of some school or teacher agenda. Also, the parents trusted both teachers, and were committed to collaborating with them thanks to these teachers' commitment to improving individual children's situations and create opportunities for the parents to do so. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01